Šokis meninio ugdymo kaitos kontekste : menas, dalykas, metodas

LTStraipsnyje aptariama šokio kaip meno, dalyko ir metodo integravimo į Lietuvos bendrojo ugdymo sistemą problemos. Per dvidešimt švietimo reformos metų šokio ugdymas patyrė nemažai pokyčių: nuo neformalaus jaunimo laisvalaikio iki meninio ugdymo srities dalyko, turinčio formalizuotą turinį, metodus ir numatytus mokinių pasiekimus. Tačiau, kaip rodo tyrimai, naujausi švietimo uždaviniai šokio ugdymo srityje nėra įgyvendinami patenkinamai. [Iš leidinio]Reikšminiai žodžiai: Šokio ugdymas; Šokio dalykas; Šokio mokytojai; Dance education; Dance subject; Dance teachers.

ENThe Lithuanian education reform based on a shift of the educational paradigms revealed a new approach to the strategies of acquiring knowledge, understanding roles and abilities of teachers and students. Contents of basic education is oriented towards development of basic competencies that are understood as the whole of values, skills, knowledge and understanding in different fields of life, including arts. According to the arts education researchers these goals are set in all documents of education policy of Lithuanian and European Union, but are hardly implemented since decision makers, school directors, common community doesn't realize and accept the necessity of arts education for everyone. The situation of arts education is even more problematic because of society loss in variety of modern arts products, values, new forms and their understanding. These aspects demand from arts teachers abilities to interpretate postmodern arts, to create and present arts in order to be ready to encourage and stimulate students creative interpretation and activities in arts. Arts teachers have to develop certain competencies that are needed to develop competencies of others, i .e. students. The analysis of pedagogical practise and dance teachers questioning revealed that quality of dance education in Lithuania is not relevant to the goals of Lithuanian education reform to educate cultural}' literate, creative, active and responsible person. At theoretical level shift in education paradigms are understood by dance teachers, but they lack practical competencies to implement the goals of newly oriented dance education. The solution of the problems of dance education is complicated by the situation of suitable professional dance financing, contradictory value of dance performances, ingratiation for audience taste.Uncertain position of dance as a subject of artistic education at schools (dance lessons are optional, not obligatory, this means that not all students have opportunity to experience dance while being at school) complicates and limitâtes possibilities to implement forscen goals and objectives of Lithuanian education reform. [From the publication]